Embedding Toolkit2011vreading by 08c5mV

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									Embedding Tool Kit: resources and activities


The toolkit and activity suggestions are designed to help staff to embed empowering,
active and creative learning strategies into teaching - and that will be useful for
students to adopt into their own learning strategies when at university.


Most of the items from this Tool Kit are on the NOTEMAKING pages of the
LearnHigher site: http://www.learnhigher.ac.uk/Staff/Note-making.html



Six steps to success – ppt & booklet
For a session with students to get them interested in a whole new approach to
successful study. The ppt can be used to support a session exploring the six steps –and
the booklet can be placed in the VLE for students to explore at their leisure.


Currently the booklet refers to additional information in Burns & Sinfield (2004)
Essential Study Skills: the complete guide to success at university London; Sage.
Reference to this book can just be deleted from this Word file – or the user can
supplement the information therein by referring to their own additional resources – or
to other on-line resources see for example www.learnhigher.ac.uk


Activity: trial the ppt session with a group of students, then:
      Invite the students to put various practices into operation and to feedback …
      Invite the students to make a teaching/learning resource on one area covered to
       be used with another group of students.



Memory & Exams ppt
For a session with students re-visiting or covering memory, learning styles, revision and
exam techniques. The ppt can be used with a group of students and then:


Activities that can follow a session like this:
      Set the task of devising a revision resource or a revision game for one of their
       courses. Students will have to demonstrate the resource or play the game with a
       group of their fellow students
      Set the task of different groups producing revision aids for one course – but
       using different learning styles or different ones of Gardiner’s seven
       intelligences: they can sing them, draw them, make them…
      Get the students to draw up a personal Learning Contract for each exam,
       covering the following: What I will have to do to pass (or to get a C, get a B, get

Sandra Sinfield London Met and www.learnhigher.ac.uk 2011                             1
Embedding Tool Kit: resources and activities


        an A…); What the tutor has said s/he will do; What might stop me (and how I
        might over come that); What’s in it for me (long term benefits).



Academic Writing
There are several resources here – and several activities that can emerge from them.
The trick for staff will be to explore the resources and play with them. Think how to
build them into their practice.


Academic Writing – with student quotes ppt: this session explores typical approaches
to academic writing (fear and loathing) that can be discussed with students. Has space
to insert an assignment question or part thereof, thus there is the opportunity to start
writing on an assignment right there in class.


Academic writing – with free write ppt: this looks at different free write activities
that can be used to unblock academic writing – and hopefully introduce the notion of
write to learn (and thus drafting and re-drafting work). Links to Peter Elbow video clips
– and a light and accessible free write activity, ‘the path’, that can just be fun, can be
elaborated upon to support a creative writing session – or can be discussed as a
demonstration of just how much can be written when time and space is made for the
task.


‘Free write top tips’ plus more Free write ppts To support activities for staff
interested in developing free writing as a learning process, to support overcoming
writing blocks and to build into a creative writing programme.


Activities that use the Free writing: Unicorn & Two brothers ppts. Use with students
and reflect on how much writing does get done when you set time aside to do it –
and/or develop into English writing.


Essay writing pack (also PMCC pdf document): the pack is designed to allow users to
drop in their own assignment questions – and for students to use the resulting
workbook to plan and draft their essay. The PMCC booklet is an example of where one
of our university lecturers has done that).


Activity: This version is very long. A course team can divide this up such that each one
uses different prompts and illustrations to get their students working on their
assignment. Again, the PMCC workbook shows where one of our tutors has done that.

Sandra Sinfield London Met and www.learnhigher.ac.uk 2011                              2
Embedding Tool Kit: resources and activities



Writing.v3: This links to really useful resources to support students in their academic
writing. Activity: Play with it – set students the task of exploring the various resources
and preparing an (Xtranormal) movie, recommending their favourite resource to others:
http://www.xtranormal.com/



Critical reading ppt plus Reading – London Met staff (these are from this page:
http://www.learnhigher.ac.uk/Staff/Reading.html)

Ppt session explores attitudes towards academic reading and why it is so difficult for
many students. It also introduces an active reading strategy (linked to an active writing
strategy) that can be taught to the students and rehearsed in class.

Activities:
    Run though the ppt session with students
    Extend by using the Resources handout which suggests quick class room
       activities to support reading – and suggests on-line resources that you might like
       to get your students to explore to support their academic reading – notemaking
       – writing
    Make text scrolls of difficult but relevant articles for students to read in
       groups. Students to annotate for key points…
    Extend this by adding an essay question after students have been annotating for
       a while – student groups to give presentations to the rest of the class, answering
       the question by using the set text. (NB: this is also a very powerful
       INDUCTION activity).



Notemaking – London Met staff
Introduces the what, why and how of active and creative notemaking and provides links
to really useful on-line resources to supplement the teaching of notemaking – and of
students exploring notemaking for themselves.

Activities:
        There are suggestions for a brainstorm and ‘lecture’ on notemaking that can
           be delivered with a group of students – and then:
        Set the students the task of drawing a pattern note for the whole course
        In class, build ‘paragraph patterns’ for the final essay assignment
        Upload student notes weekly instead of sharing the ppt of a session
        Re-phrase the task – set students the task of devising their exam crib
           sheets weekly…




Sandra Sinfield London Met and www.learnhigher.ac.uk 2011                            3
Embedding Tool Kit: resources and activities


Creative and visual & London Met Drawing for learning pdf (see also
http://www.brighton.ac.uk/visuallearning/)

The Creative & Visual resource links to on-line drawing to learn resources for further
exploration… The Drawing for learning pdf was created by Pauline Ridley, Brighton, as
part of her Visual Learning project and captures a whole workshop that we have used at
London Met with staff – and with students – to get more creative approaches to
learning started. I also have shorter ppt versions that have been customised towards
specific topics, if anyone is interested in this. When using creative techniques, I have
told students that there are extra marks available for risk taking and creative
approaches. I have also set an assignment task of devising a teaching and learning
resource for some aspect of the module.

Activities:
    Run a Draw to Learn session with a group of students
    Start a session by asking students to draw what they want from it
    End a session by asking students to draw their notes – using no words at all
    Set students the task of exploring the on-line resources on the Creative & visual
       sheet and reporting back to the class, blogging about it or making some sort of
       teaching/learning resource that captures the best ideas, the ones that they
       want to transmit to others or put into practice themselves.




Sandra Sinfield London Met and www.learnhigher.ac.uk 2011                          4

								
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